Strange Poetry

Often times during students literary genre studies, poetry gets the boot. Students are exposed to one or
two poems, are expected to only read and not generate poetry, or fall into the interpretation trap, feeling
lost in figurative language and trying to guess the correct meaning. This unit aims to take students deep
into the world of poetry, attempting to push past the common limitations of poetic genre instruction.
Students are not only reading poetry, but are delving into figurative language, writing and workshopping
their own poetry, and even trying their hand at performance. Speaking and listening standards are woven
in alongside language, reading and writing process skills to create a balanced and in-depth poetry
workshop for late high school students. As students begin to dissect, play with, create and perform their
own poetry, they experience the real work of a poet, learning almost in spite of themselves.

Upper-High School students have probably encountered poetry before. In fact, it is one of the
assumptions of this unit that students have indeed spent time studying poetry in their academic lives.
However, it is also an assumption that students have more to learn about this, one the of the most feared
and bemoaned genres in students literary experience. Students probably know something about poetry,
but they are ready to expand that knowledge at this point in their careers. These students are well-versed
in academic discourse (pun very much intended) and can move past the first two layers of literary
interpretation into the meaty world of self-knowledge and the formation of relationships with texts. At
this age, students are able to work independently in pairs or groups in a workshop-style classroom, which
allows for most of the activity of the unit to seamlessly occur. We are relying on students maturity and the
professionalism that we can reasonably expect from 16-, 17-, and 18-year olds, handing them the reins of
workshopping, performing, and conferencing poems with their teacher and peers.

At the end of this unit, students will have experienced rich instruction and hands-on writing of six types of
poetry. Importantly, the expectation weaved throughout the unit is that students will try all of the
different forms of poetry that they can get their hands on. The expectation is not that students will be
perfect at any one type. For this reason, and in this spirit of experimentation, the final project for this unit
is a portfolio-and-showcase duo that encourages students to attempt poetry outside of their comfort zone
and then show off their most developed, most powerful, favorite piece in a real-world performance
assessment. As students get their hands dirty throughout the unit, they are presented with multiple
opportunities for rich formative assessment from both their peers and their teacher, rounding out an
assessment menu that aims to help students celebrate the wonderful, and strange, world of poetry.

State Standards*

11.4.5.5; 11.11.5.5; 11.4.4.4; 11.7.3.3; 11.7.5.5; 11.11.2.2; 11.5.7.7; 11.7.2.2; 11.7.7.7; 1.7.8.8; 11.9.5.5;
11.9.6.6

*Standards are further expanded and aligned in the descriptions of the Summative Assessments
which are used to measure them.

Essential Questions & Enduring Understandings

What is poetry?
a. Students will understand that poetry is a genre of literature that uses a variety of techniques, especially
 figurative language, to express an authors intent.
2. What makes poetry unique, different, or strange?
a. Students will understand that poetry has many unique features, but that they depend on the type of
poetry that we want to write. Some poetry is broken into stanzas and uses a rhyme scheme and
meter...other poetry is not written at all, but rather is performed with rhythm and style.
3. How can I create a really good poem?
a. Students will understand that poetry forces the author to make difficult choices. Every word counts, and
poets know it.
b. Students will understand that poetry also requires the active participation of the reader to understand
and interpret the poem. Good poets lead their readers to their own conclusions.
Students will understand that good poetry uses its resources (figurative language) and is carefully
constructed following the conventions of the desired form.
4. What are some types of poetry, and what influenced them?
a. Students will understand the conventions of the ballad, ode, sonnet, short verse, free/blank verse, and
spoken word, as well as the key authors of these types of poetry.
5. What makes a good performance?
a. Students will understand that a good performance is engaging, clear, practiced (rhythm and style) and
student-friendly.

Week One Outline

This week, students are experiencing Strange Poetry for the first time. They begin by getting hands-on
with piles of poetry set up at different stations around the room. The goal for students in this BINGO
activity is to immerse themselves in the nitty gritty, looking to make a BINGO out of elements of poetry
that they know instinctively but havent explored academically yet. Next, students are starting to define
poetry, working in broad terms and charts, creating a visual representation using a venn diagram, and
getting familiar with the key terms of poetry. Students develop a passing relationship with the academic
language that will carry them throughout the unit. In addition, students are introduced to all three major
assessments of the unit in the first week. The goal of this is to get students thinking about the end goal
right away, guiding their learning experience by offering a target to aim for.

You may notice that each day, a portion of time is devoted to a Daily Poem. The goal of this poem is
sometimes to connect to the lesson, and sometimes just to get students familiar with the annotation and
discussion of poetry. Students annotation projects are based on the skills that they learn through
annotation of the daily poem in their poetry journal.

Monday Tuesday Wednesday Thursday Friday

UNIT INTRO: Daily Poem: Daily Poem: How Daily Poem: Daily Poem:
Hands-on activity Introduction to to Eat a Poem by
in stations with Poetry by Billy Eve Merriam Figurative Figurative
BINGO. Collins Language Language
Working Workshop: Workshop:
Hand out Unit It Is and It Isnt Definition Introduction to Working with
Gameboard & wrap-up metaphor, simile, metaphor, simile,
Portfolio / Elements of symbolism, symbolism,
Showcase Working Poetry: rhyme, allusion, mood allusion, mood
assignments. Definition rhythm, meter and tone. and tone.

Daily Poem Elements of Introduce Movers Movers & Shakers

journal setup poetry: Type of & Shakers Presentation sign-
poem Venn Presentations: up (profile) due
It Is and It Isnt Diagram Sign-up (profile)
due tomorrow

Formative Assessments: Students Journals should be turned in during this week in order to make sure
that students are on the right track early. Exit Slips should also be used at least three times a week in
order to ensure students are keeping up with the discussions.

Summative Assessments: All three major assignments are introduced during the first week of the unit in
order to give students a guide to their studies and prepare them for upcoming assessments (Movers &
Shakers Presentations occur periodically throughout the semester). The Portfolio and Showcase
assignments are due the final week of the unit and are outlined in hyperlinks (see above).

Resources and Materials: Unit Gameboard

Key Handouts: How to set up Daily Poem journal / It Is and It Isnt / Working Definition

Week Two Outline

In Week Two, students begin to go in-depth with one type of poetry, setting up the routine of the lesson
schedule for the unit to come. Students are starting with Spoken Word, one of the more engaging poetry
forms. You will see that students are first introduced to the conventions of the form, are led through a
series of workshops in which they hone their own skills, and finish by performing poetry of their own. This
routine is carried throughout the entirety of the unit.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Daily Poem: Daily Poem: Daily Poem:
Explaining Naming Myself OCD by Neil Teacher
Depression to my by Barbara Hilborn Spoken Word Performance
Mother by Kingsolver Workshop
Sabrina Beheim Spoken Word Conferencing /
Spoken Word: Workshop Focus on: Sharing Spoken
Spoken Word Writing on a Rhythm, Mood & Word
(Sample M&S theme Focus on: Tone
Presentation): Rhythm, Mood & Due: Spoken
Conventions and - Names by Tone Word
Elements Of Rachel Rostad
- Sugarcane by
- Dignity by De Toluwanimi
Dove Obiwole
- Battle? by
Anthony Choosing a theme
McPherson
- Dear God of Worktime: Spoken
Hiccups by Word
Rebeca Mae
- My Honest
Poem by Rudy
Francisco

Focus on:
Rhythm, Mood &
Tone

Formative Assessments: Students turn in Workshop Worksheets for formative assessments, as well as
Conference Sheets and Exit Slips. Students performances also serve as Formative Assessments
throughout the unit, should no conferences be scheduled during performance times.

Summative Assessments: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish.

Resources and Materials:

Key Handouts: Conference Sheet, Workshop Worksheet

Week Three Outline

At this point, students are beginning to familiarize themselves with the routine of the unit, with their first
Movers & Shakers presentation (linked in summative assessments below). The focus of the
presentation depends largely on what students find most intriguing, yet the content is leant structure by a
teacher presentation which focuses on the element of strange that gives this unit its title, as well as
clearing up any missed information from student presentations. This week, students focus on ballads.

You will notice that the schedule of the week is deliberate and repetitive. This way, students can begin
their week by reviewing the previous weeks material and Figurative Language Focus before transitioning
to new material, which they will have three days to practice before being responsible for demonstrating
those skills in a poem the next week. The goal is to give students multiple exposures to material, leading to
higher levels of mastery rather than brief mentions leading to simple memorization.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Daily Poem: Daily Poem: Daily Poem:
Jabberwocky by Hanging Fire by
Lewis Carrol Audre Lorde Movers & Shakers M&S Workshop M&S Workshop
#1: Ballads #1: Ballads #1: Ballads
Elements of Elements of
Poetry: Word Poetry: Word Teacher debrief: Focus on: Word Focus on: Word
Sounds Sounds Ballads -> HipHop Sounds Sounds
(Alliteration, (Alliteration,
assonance, assonance, HW: First Attempt Focus on: Allusion Focus on: Allusion
consonance, consonance,
onomatopoeia, onomatopoeia, HW: Revision HW: Final
repetition, parallel repetition, parallel Revision
structure) structure)
Ballad Due:
Figurative Figurative Monday
Language Focus: Language Focus:
Allusion Allusion

Formative Assessments: Every other week, students should turn in their journals for formative
assessment, as well as their Exit Slips, Workshop Worksheets and Conference Sheets.

Summative Assessments: Students in Group #1 will present their Movers & Shakers Presentation and turn
in their self-reflection.

Resources and Materials:

Key Worksheets: Word Sounds Notes / Workshop Worksheet

 Week Four Outline

This week carries the routine by focusing on Sonnets.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Daily Poem: Daily Poem: Daily Poem:
Teacher Sonnet by Billy Sonnet 13 by
Performance Collins William M&S #2 M&S #2
Shakespeare Workshop: Workshop:
Conferencing / Figurative Sonnets Sonnets
Sharing Ballad or Language Focus: Movers & Shakers
Rap Metaphor/Simile #2: Sonnets Focus on: Rhyme Focus on: Rhyme
& Meter & Meter
DUE: Ballad or Strange Poet: Billy Teacher Debrief:
Rap Collins The modern (and Focus on: Focus on:
not-so-modern) Metaphor/Simile Metaphor/Simile
sonnet
HW: Revision HW: Final
Focus on: Rhyme Revision
& Meter

Focus on:
Metaphor/Simile

HW: First Attempt

Formative Assessments: Turn in the Peer Performance Evaluation worksheet, in which students offer
feedback on the work of their peers. The teacher reads these sheets to see whether students are offering
constructive, on-target feedback (are they noticing important elements and can they effectively evaluate
the use of the target concept(s) for the week). In addition, students are turning in Workshop Worksheets
and Exit Slips.

Summative Assessments: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish. Students in Group #2 will present their Movers & Shakers
presentations and turn in their self reflections.

Resources and Materials:

Key Handouts: Peer Performance Evaluation / Strange Poet Handout / Workshop Worksheet
 Week Five Outline

This week, students focus on odes during their weekly routine and are encouraged to get creative
through a teacher debrief and examination of Pablo Nerudas strange odes.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Ode Daily Poem: Daily Poem: Daily Poem:
Teacher to an Artichoke
Performance by Pablo Neruda Movers & Shakers M&S Workshop M&S Workshop
#3: Odes #3: Odes #3: Odes
Conferencing / Strange Poet:
Sharing Sonnet Pablo Neruda Teacher Debrief: Focus on: Focus on:
(Elementary Odes) For What Its Symbolism & Symbolism &
DUE: Sonnet Worth Personification Personification
Focus on:
Symbolism & Focus on: HW: Revision HW: Final
Personification Symbolism & Revision
Personification

HW: First Attempt

Formative Assessments: Daily Poem Journal, Peer Performance Evaluation Sheet, Workshop Worksheet,
Exit Slips (Daily)

Summative Assessments: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish. Students in Group #3 will give their Movers & Shakers
presentation and turn in self-reflections.

Resources and Materials:

Key Handouts: Peer Performance Evaluation / Strange Poet Handout / Workshop Worksheet
 Week Six Outline

This weeks focus is on little poems, which range from Haikus to limericks to couplets to visual
poetry and, as the teacher debrief points out, found poetry and the Six Word Story. This is another chance
for students to get creative as they focus on symbolism and not mincing words in these little poems.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Daily Poem: Daily Poem: Daily Poem:
Teacher
Performance Strange Poets: Movers & Shakers M&S Workshop M&S Workshop
Maya Angelou #4: Little Poems #4: Little Poems #4: Little Poems
Conferencing /
Sharing Odes Focus on: Teacher Debrief: Focus on: Word Focus on: Word
Symbolism Found Poetry and Choice Choice
DUE: Ode the Six Word Story
Focus on: Focus on:
Focus on: Word Symbolism Symbolism
Choice
HW: Revision HW: Final
Focus on: Revision
Symbolism

HW: First Attempt

Formative Assessment: Daily Poem Journal, Peer Performance Evaluation Sheet, Workshop Worksheet,
Exit Slips (Daily)

Summative Assessment: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish. Students in Group #4 will present their Movers & Shakers
presentations and turn in their self reflections.

Resources and Materials:

Key Handouts: Peer Performance Evaluation / Strange Poet Handout / Workshop Worksheet
 Week Seven Outline

Week Seven exposes students to more modern forms of poetry in the free/blank verse. This week is also
one for students to explore poets of color and poetry for social change, as the focus is on theme and
message. The timing of this content is deliberate, as students will be beginning to think about what they
want their Artists Statement to say that will accompany their Showcase piece. Students have been
building this portfolio based on a theme throughout the entire unit, and now is the time to focus on
explicitly stating that theme or message in a prose piece in preparation for sharing their poem with their
community.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: The Movers & Shakers M&S Workshop M&S Workshop
Teacher Crossover by #5: Free / Blank #5: Free / Blank #5: Free/Blank
Performance Kwame Alexander Verse Verse Verse

Conferencing / Strange Poets: Teacher Debrief: Artists Statement Artists Statement

Sharing Little Jacquline Why write poetry?
Poems Woodson and Focus on: Theme Focus on: Theme
Kwame Alexander HW: First Attempt and Message and Message
Due: Little Poems
Focus on: Theme HW: Revision HW: Final
and Message Revision

Formative Assessment: Daily Poem Journal, Peer Performance Evaluation Sheet, Workshop Worksheet,
Exit Slips (Daily)

Summative Assessment: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish. Students in Group #5 will present their Movers & Shakers
presentations and turn in their self reflections.

Resources and Materials:

Key Handouts: Peer Performance Evaluation / Strange Poet Handout / Workshop Worksheet
 Week Eight Outline

This is it! Students have done the work, and now its time to build portfolios, mount final drafts or
practice spoken work pieces, and prepare to invite their friends, parents, administration and local poets to
enjoy the hard work that students have put in throughout the unit.

Monday Tuesday Wednesday Thursday Friday

Daily Poem: Daily Poem: Daily Poem: Poetry Showcase

Teacher and Portfolio Due
Performance Portfolio Portfolio
Workshop: Workshop:
Conferencing / Grading Practices Performing for an
Sharing Free / and Self- Audience.
Blank Verse Assessment
Portfolio
Due: Free / Blank Portfolio Assembly
Verse Assembly

Formative Assessment:

Summative Assessment: Students turn in their poems during conferences for a ghost grade, which they
can then revise and resubmit if they wish. This is the week where students participate in a poetry
showcase and turn in their portfolios for review.

Resources and Materials:

Key Handouts:
A Note About Formative Assessments: There are a number of formative assessments that should take
place but that are not specifically listed here. For example, the teacher should ask open-ended questions
during discussion and check in with students who may require extra help. Exit slips should be tailored to
the flow of the class - slowing down and re-checking concepts that the students struggle with, asking more
in-depth about concepts that students seem to grasp really well. These assessments, along with the
Workshop Worksheet and Peer Performance Evaluations, can help to customize the unit for the most
effective student learning.